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Campus: High School
Author(s): Wagner, Segleski
Date Created / Revised: 7-29-2015
Six Weeks Period: 1st
Grade Level & Course: 9th Grade World Geography
Timeline: 5 days
Unit Title: Geography Influences History
Stated Objectives:
TEK # and SE
Lesson #
Unit 2
Lesson 1
WG.14 Government. The student understands the processes that influence political
divisions, relationships, and policies. The student is expected to:
WG.14C Analyze the human and physical factors that influence the power to control territory
and resources, create conflict/war, and impact international political relations of sovereign
nations such as China, the United States, Japan, and Russia and organized nation groups
such as the United Nations (UN) and the European Union (EU).
WG.21 Social studies skills. The student applies critical-thinking skills to organize and use
information acquired from a variety of valid sources, including electronic technology. The
student is expected to:
WG.21C Create and interpret different types of maps to answer geographic questions, infer
relationships, and analyze change.
See Instructional Focus Document (IFD) for TEK Specificity
Key Understandings
Human and physical factors influence historic events.
Misconceptions
Key Vocabulary
power
conflict
geographic factors
human geography (factors)
physical geography (factors)
Suggested Day
5E Model
Instructional Procedures
(Engage, Explore, Explain, Extend/Elaborate, Evaluate)
Day 1
Write the following statement on the board:
Engage/ Explore/ Explain
Geography did not play an important role in the settlement of
Colonial America and in the American Revolution. [this is false,
but let students discuss]
With a partner, students write the statement on an index card and
decide whether it is a false statement or a true statement.
Students write a justification statement for the false or true
statement.
Materials, Resources,
Notes
Materials:
Index Cards (1 per pair of
students)
Purpose:
Students conclude that
geography is not an
isolated science/course
of study but that it is
interrelated with the
Why do you say that?
Partners pair with another group and exchange index cards. They
then discuss and evaluate the answer and justification. At this
point, there are four students in each group.
histories of
nations/societies.
In these new groups of four, students discuss the reasons for a
false or true statement, add to the justification, and select a
speaker to present to the class.
After student groups share, facilitate a discussion to encourage
deeper thinking of the ideas and practice supporting an idea with
evidence. Ask questions such as:
Did your group come to a disagreement at any point during the
discussion? Elaborate.
As a class, reach a consensus and answer the following: Has
geography affected the history of our nation? How?
Explain to students that this week is dedicated to the celebration of
freedom also known as “Celebrate Freedom Week.”
Continue to introduce the unit saying:
We continue our study of geography but we are applying it to
how geographic factors have affected the history of the United
States.
You studied the causes and effects for the colonists declaring
their independence from Great Britain in 8th grade U.S. History
class. This week you will be studying some of the same
information and reading through historical documents but
through a geographer’s lens. (geographer’s perspective)
Distribute the Handout: Big Picture Concepts
With students still seated in their groups of four, but working
individually, students think about the big ideas and begin to fill in
the form, which will help students begin to understand the big
picture concepts and to make them relevant.
Students compare their individual responses with other members
of their group.
As a group, on chart paper, students draw the Big Picture Concept
Map at a larger scale with the group’s responses. Each group
posts the concept map on chart paper on the wall.
Conduct a gallery walk. Groups visit all the stations and compare
their own Concept Map to responses made by other groups.
Attachments:
Handout: Big Picture
Concepts
Handout: Big Picture
Concepts KEY
Purpose:
Students differentiate
between physical and
human factors that may
influence power and
conflict.
Once all of the groups have completed their gallery walk and notetaking, group members reconvene and discuss the similarities and
differences between their answers and other group answers.
Each group selects a spokesperson and explains to the class how
their responses were similar and/or different from other group
responses.
Day 2
Explore/ Explain/
Elaborate
Distribute to each student the Handout: Mercantilism
Attachments:
Students read the article silently.
Handout: Mercantilism
As students read the article, they underline the physical factors
that influence power and conflict, and they circle the human factors
that influence power and conflict. It is recommended that students
refer to their Handout: Big Picture Concepts for reference.
TEKS: WG.14C
After students complete the assigned reading and activity, they sit
by a partner and compare their findings. Provide sufficient time to
discuss, compare and make necessary adjustments as needed.
Purpose:
Students differentiate
between physical and
human factors that may
influence power and
conflict by reading an
article on mercantilism.
Project the article on the Handout: Mercantilism using a document
camera or other means of projection and randomly select students
to share one physical factor and one human factor.
Materials
When the student shares his/her answer, the student explains the
reasoning for how it was categorized.
Repeat the process until the entire article has been carefully
analyzed, discussed, and explained by students.
Provide students with data or an article that illustrates current trade
regulations in the U.S. and/or between the U.S. and other
countries.
Using a Venn diagram, students compare and contrast trade
issues (physical and human factors that influence power and
conflict) that existed in colonial America with current trade
issues/policies.
Day 3
Engage
Data or an article that
illustrates current trade
regulations in the U.S.
and/or between the U.S.
and other countries
Purpose:
Students make
connections between
trade regulations and
restrictions in Colonial
America and current
trade regulations and
restrictions.
Distribute the Handout: Quote to each student.
Attachments:
Students read the quote silently and, with a partner, answer the
questions below the quote.
Handout: Quote
TEKS: WG.14C
Facilitate a discussion based on student responses to the
questions. Include a brief explanation of the quote, and pay close
attention to the words unfamiliar words to students (self-evident,
endowed, unalienable, etc.)
Read the quote aloud so students hear the correct pronunciation of
each words.
Purpose:
Students gain a deeper
comprehension of the
Declaration of
Independence.
As a class, students’ choral read the quotation from the
Declaration of Independence.
Briefly review the Declaration of Independence for students.
(Students have prior knowledge about the document from 8th grade
U.S. History and Celebrate Freedom Week in earlier grades.)
Divide students into groups of three (and no more than four).
Distribute the Handout: Declaration of Independence
Students recognize that they will be reading parts of the
Declaration of Independence, a primary source document.
Attachments:
Handout: Declaration of
Independence
Purpose:
Students gain a deeper
comprehension of the
Declaration of
Independence.
They read the statements that are underlined and, as a group,
decide if the underlined statement supports a physical factor or a
human factor that influenced conflict and/or power and write a
justification statement to support the group’s answer.
Day 4
Explain
Students write an acrostic poem based on the
word: Independence that supports the following statement:
Geography played an important role in the settlement of
Colonial America and in the American Revolution.
Day 5
Elaborate
In support of the learning so far, remind students that the American
Revolution was influenced by geography in many ways. Provide
examples such as:
British troops had to travel for months when at war with the
colonists.
The colonists were very familiar with the terrain (physical
surroundings) while the British were not.
Purpose:
This activity helps
students arrive at
conclusions about the
role of geography in
history. Acrostic poetry is
based on the letters of a
word or words.
Materials:
Map, political world map
Map, physical world map
Images of the geographic
features of Southwest
Asia, in particular Iraq
The colonists were well adapted to the climate.
After providing students with a few examples of how geography
played a crucial role in the American Revolution, students apply
the same concept to other wars in which the United States has
been involved.
What role has geography played in other wars in which the
United States has been involved?
Provide students with an image of a world map (political) and an
image of a world map (physical) in the form of a PowerPoint.
Include images of the geographic features of Southwest Asia, in
particular Iraq and Afghanistan.
and Afghanistan
Purpose:
Students apply their
learning to a current
issue/event.
Instructional Note:
The maps and pictures
could be presented as a
PowerPoint.
After viewing the images, students write a paragraph that connects
the similarities between the American Revolution and other wars in
which the United States has been a participant, recognizing the
role of geography.
Day 6
Evaluate
Sketch a story map from a geographer’s point of view that
illustrates the story of the road to independence. The story
map should include three human factors and three physical
factors that influenced colonial independence and war.
Materials
Drawing paper
Map pencils or other art
supplies
Accommodations
for Special
Populations
Accommodations for instruction will be provided as
stated on each student’s (IEP) Individual Education
Plan for special education, 504, at risk, and
ESL/Bilingual.